This study aimed to analyze the dimensions that influence the learning of students in two undergraduate courses in administration of a Higher Education Institution (HEI) in southern Brazil. The study has a quantitative and descriptive approach, and for data collection was carried out a survey of 880 students, by means of a structured questionnaire Walter (2006), which covers 26 dimensions of higher education. The analysis was carried out using descriptive statistical methods, factor analysis, Cronbach's Alpha and multivariate linear regression. The results indicate that perceived learning is, mainly, influenced by the dimensions of satisfaction, teaching methods, teaching quality, employability, confidence in the people of HEI, coordination and attitude of the curriculum, which showed significance value p <0.001. Also, the dimensions of self-efficacy and social image showed a significance of p <0.05. The dimensions indicated by the students can direct the actions of the HEI, highlighting the items considered important by students. As a theoretical contribution to the field of study, it is believed that this research can help, through the extensive number of dimensions, the understanding of factors that may influence student learning in higher education institutions, since they were not identified in the literature, studies of this nature.
Perceived learning; Higher education; Influencing factors
